University of Arkansas at Little Rock Graduate School of Social Work
Human Behavior and the Social Environment
Course Number: 7330 Credit: 3 Prerequisite: Acceptance to MSW Program
Instructor: E. Christopher Lloyd, PhD, LCSW
Office Telephone: 569-8464
Office Hours: 12-2 Monday, 9-11 Tuesday or as arranged Office: 205C Larson Hall
E-mail: (This is usually the best way to reach me)
I. DESCRIPTION OF THE COURSE
This course exposes students to human behavior theories supporting social work practice with individuals, families, groups, organizations and communities. Exploring theories requires doing the work, thinking critically, and questioning the basis for one's perspective. The course will involve inquiry into the selection and application of theories and perspectives that guide social work practice.
Theoretical perspectives and scientific findings about human development across the lifespan will be studied. Applicability of theories and scientific findings to non-mainstream groups (e.g., racial/ethnic minorities and children) will be addressed. Cross-disciplinary concepts and theories from psychology, ecology, power, conflict, sociology, social justice and economics will be explored as they apply to social work. Students will gain knowledge of, and an appreciation for, the professional values and ethical standards that support social and economic justice and how to apply standards of ethical practice to populations-at-risk and members of diverse populations.
This course addresses content and practice behaviors in competencies 2, 4, 6, 7, and 9.
II. OBJECTIVES OF THE COURSE
1. Students will develop working knowledge of biological, psychological, social and community theories that explain human behavior in the social environment throughout the life cycle (content for competency #7, practice behaviors 7.1-7.2).
2. Students will develop the ability to critically evaluate and apply knowledge to understand and predict human behavior, both individually and in the social environment (practice behavior 7.2 for competency #7).
- Students will develop the ability to assess the social, emotional, organizational and environmental context in which people live and utilize this information in practice and service delivery (content for competency #9, practice behavior 9.2).
4. Students will develop the ability to utilize theories and models of practice to guide the processes of problem identification and assessment as well as intervention development, deployment, and evaluation (content for competency #7, practice behavior 7.1).
- Students will develop an understanding of the importance of difference in shaping life experiences including identifying cultural and sociological factors that support and hinder the development of women, members of ethnic and racial communities, gay and lesbian persons, people with disabilities, the impoverished and members of other populations who have historically been oppressed (content for competency #4, practice behavior 4.3).
6. Students will analyze and understand how the use of power impacts human and social growth and development (content for competency #5, practice behavior 5.1).
- Students will demonstrate an ability to apply research evidence, and evolving theory, about human development and the social environment to inform practice (content for competency #6, practice behavior 6.2).
8. The ability to apply strategies of ethical reasoning and the NASW Code of Ethics to arrive at principled decisions and to tolerate ambiguity in resolving ethical conflicts (content for competency #2, practice behaviors 2.1-2.3).
- Students will learn to acknowledge and take ownership of own biases and beliefs rather than attribute them to groups of people or oppressed members of society. In other words, rather than attribute negative characteristics to a social group or to a member of that group, students begin with, “This is how I have been taught to believe,” or “I don’t like to admit it, but I do have the belief that…”. (content for competency #2, practice behavior 2.4).
III. METHODS OF INSTRUCTION
Learning methods used in this course include full-class and small-group discussion, in-class learning activities, videos, lecture, and individual and team presentations. Audio-visual materials and guest lecturers may be used. Class discussions and written assignments will follow the guidelines of non-biased and non-sexist language.
The classroom is a social system. For the system to function properly and to fulfill its educational objectives, input from both students and the instructor is necessary. I will strive to foster an educational experience that is rigorous, open to questioning and inquiry, and fosters critical thinking and respect for differing opinions and values. At the same time, I expect excellence from every student by thoroughly preparing for each class, listening and participating actively in class discussions, and by thoughtfully completing each assignment.
The social worker uses the self as a tool in the helping process and must constantly examine the self to identify barriers to effectiveness. As part of becoming a professional social worker, students should explore their individual selves, expand their self-awareness and question their (possibly long-standing) biases and beliefs. The learning process involves risk and students will be supported as they take risks to challenge their own biases.
This process may create stress and personal challenges, and there will likely be moments that this process occurs during class session. To promote the classroom as an enclave of respect for this type of personal growth, professional development and for diverse opinions and beliefs, all student contributions to class discussions should be considered confidential, and should not be revealed outside the confines of the classroom. No student will be required to disclose information beyond what is considered by the student to be comfortable and appropriate.
TEXTS:
Saleebey, D., (2001). Human Behavior and Social Environments. New York: Columbia University Press.
American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, D. C.: American Psychological Association.
Additional papers and other materials will be assigned and made available to you.
POLICY ON CLASS ATTENDANCE
Learning in a graduate professional program is based, in large part, on the interaction that occurs between persons in the classroom. Regular attendance is required. Absences of greater than 20% (3 class sessions) of the total class time is sufficient grounds for summarily failing the course (i.e, receiving a grade of F). Attendance will be kept for each class.
Comment on attendance, participation, and keeping up with the course:
The graduate class experience will be richer if all students turn in assignments on time and attend class ready to work. By completing the assigned readings prior to each class, you will be prepared to share your original thoughts and reactions to the readings with the class and generate lively discussion. As a general guide for time management, the standard educational expectation is that students spend 2-3 hours outside of class time “studying” for every hour spent in class.
DISABILITY SUPPORT SERVICES
Students with Disabilities:
It is the policy of the University of Arkansas at Little Rock to create inclusive learning environments. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or to accurate assessment of achievement–such as time-limited exams, inaccessible web content, or the use of non-captioned videos–please notify the instructor as soon as possible. Students are also welcome to contact the Disability Resource Center, telephone 501-569-3143 (v/tty). For more information, visit the DRC website at at http://ualr.edu/disability/.
ACADEMIC INTEGRITY
Social work (SW) students are encouraged to become members of the National Association of Social Workers (NASW), since all SW students are expected to adhere to the NASW Code of Ethics (available at http://www.ualr.edu/swdept/msw/CodeofEthics.mht). The instructor expects all students to be familiar with this Code of Ethics, as well as University policies on academic integrity (available online at http://www.ualr.edu/swdept/msw/handbook.html under the heading Scholarship and Professional Standards). An essential feature of these codes is a commitment to maintaining intellectual integrity and academic honesty both in the student’s work and in assistance to others. In accordance with these policies, all assignments should be prepared specifically for this course, and should not have been (or be) used in any other course.
Any incidents, complaints or allegations of individual cheating, plagiarism, collusion (asking others to cheat) or duplicity will be taken seriously. Failure to follow principles of the academic integrity or the NASW Code of Ethics will result in negative consequences such as a failing grade for the course or dismissal from the Graduate School.
Paraphrasing, summarizing or quoting of others’ work should be properly referenced according to APA style. Truly original ideas come about infrequently. Misrepresenting the work of others as one’s own idea or failure to apply the rules related to the concept of common knowledge are the most prevalent pitfalls. Students will avoid most problems by following the general rule: Whenever in doubt, cite your source. If you have questions after reading the policies, please ask. Allegations, complaints or questions about academic dishonesty, (plagiarism, cheating, etc.) will be resolved in accordance with established University procedure.
IV. UNITS, CONTENT, READINGS & ASSIGNMENTS
Session
1. Introduction
- Welcome & Introductions
- Orientation to the course (syllabus, texts, assignments, etc.)
- Expectations and resources
- Attendance & participation
- Written work
- Campus & internet resources
D. Ethics in Social (practice behavior 2.2 for competency #2)
- Ethics & Values in Theoretical Perspectives
- Overt & Covert Values
- The NASW Code (practice behavior 2.1 for competency #2)
- Ethical Reasoning Work (practice behavior 2.3 for competency #2)
2. Selected Perspectives and Meta-Perspectives for Practicing Social Work
(practice behavior 4.3 for competency #4)
A. Meta-Perspectives (practice behavior 7.2 for competency #7)
- Transactional Perspective (Sameroff, Cicchetti & Colleagues)
- Biopsychosocial Perspective (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 4
B. Perspectives (practice behavior 9.2 for competency #9) (practice behavior 7.2 for competency #7)
- Object Relations/Ego Psychology Perspectives (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 6 (pp. 187-198)
- Cognitive Psychology (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 7 (pp. 216-228)
- Systems Perspectives (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 7 (pp. 205-215)
- Sociological Perspectives (practice behavior 9.2 for competency #9)
Reading: Social Capital in the Creation of Human Capital (Portes)
- Further Thoughts
Reading: Saleebey Ch. 7 (pp. 289-296)
Optional Reading: Saleebey Ch. 3
3. Selected Perspectives and Meta-Perspectives for Practicing Social Work
(practice behavior 4.3 for competency #4)
A. Meta-Perspectives (practice behavior 7.2 for competency #7)
- Transactional Perspective (Sameroff, Cicchetti & Colleagues)
- Biopsychosocial Perspective (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 4
B. Perspectives (practice behavior 7.2 for competency #7)
- Object Relations/Ego Psychology Perspectives (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 6 (pp. 187-198)
- Cognitive Psychology (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 7 (pp. 216-228)
- Systems Perspectives (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 7 (pp. 205-215)
- Sociological Perspectives (practice behavior 9.2 for competency #9)
Reading: Social Capital in the Creation of Human Capital (Coleman)
- Further Thoughts (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 7 (pp. 289-296)
Optional Reading: Saleebey Ch. 3
4. Selected Perspectives & Meta-Perspectives for Practicing Social Work
(practice behavior 4.3 for competency #4)
A. Meta-Perspectives (practice behavior 7.2 for competency #7)
1. Transactional Perspective (Sameroff, Cicchetti & Colleagues)
2. Biopsychosocial Perspective (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 4
B. Perspectives (practice behavior 7.2 for competency #7)
- Object Relations/Ego Psychology Perspectives (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 6 (pp. 187-198)
- Cognitive Psychology (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 7 (pp. 216-228)
- Systems Perspectives (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 7 (pp. 205-215)
- Radical/Critical Perspectives (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 7 (pp. 229-241)
- Sociological Perspectives (practice behavior 9.2 for competency #9)
Reading: Social Capital in the Creation of Human Capital (Coleman)
- Further Thoughts (practice behavior 9.2 for competency #9)
Reading: Saleebey Ch. 7 (pp. 289-296)
5. Infancy: Parents and Their Babies
(practice behavior 4.3 for competency #4) (practice behavior 6.2 for competency #6) (practice behavior 7.1for competency #7)
- Before Baby: Pre-Pregnancy and Pre-Natal Contributions
- The Biology of Being a Baby
- Temperament
Reading: Saleebey Ch. 5 (pp. 132-142), Ch. 4 (pp. 100-105)
- Daniel Stern and "The Interpersonal World of the Infant"
Reading: Stern Ch. 2 (pp. 13-36)
- Parents and the Ecology of Babies
Reading: Saleebey Ch. 5 (pp. 142-150)
- Society and the Ecology of Parents (Attachment)
6. Early Childhood: A Secure Base and a Place to Play
(practice behavior 4.3 for competency #4) (practice behavior 6.2 for competency #6) (practice behavior 7.1for competency #7)
A. Risk & Resilience Acquired From Infancy
B. The Biology of Early Childhood
Reading: FoC: Infants & Toddlers (pp. 21-34)
C. Play: The Work of Pre-School
Reading: What Grown-Ups Understand About Childhood study
D. Walking & Talking: The Consequences of Mobility and Language
E. The Ecology of Pre-Schoolers: Family & Day Care
Reading: FoC: Infants & Toddlers (pp. 35-52)
F. The Ecology of a Family
7. Middle Childhood: It's a Big, Bumpy World
(practice behavior 4.3 for competency #4) (practice behavior 6.2 for competency #6) (practice behavior 7.1for competency #7)
- Risk & Resilience Acquired From Early Childhood
Reading: Ghosts in the Nursery
- The Biology of Middle Childhood
- School: The Consequences of Teachers, Classes, Tests, Fashions, Sports, Recess...
- The Psychology of School-Aged Children
Reading: Saleebey, Ch. 10 (pp. 340-369)
- The Ecology of the School-Aged Child: Family, Teachers, Peers, & Neighborhood
Reading: Nettles et al., School Adjustment...
- The Ecology of the School and the Neighborhood
8. Special Topics in Childhood
(practice behavior 7.1for competency #7)
A. Death, Grief, & Loss in Childhood
B. Developmental Problems
C. Maltreatment; Risks and Consequences
Reading: English, The Extent and Consequences of Child Maltreatment
D. Poverty
Reading: McLoyd, Socioeconomic Status and Development
9. Adolescence
(practice behavior 4.3 for competency #4) (practice behavior 6.2 for competency #6) (practice behavior 7.1for competency #7)